Year 6 student Scarlett worked on identifying and using Greek and Latin roots in vocabulary, as well as strengthening her punctuation skills with activities on commas and hyphens.

In Year 11 Chemistry, Aimee focused on mastering stoichiometry problems—especially mole-mass conversions—and reviewed complex practice exam questions covering combustion reactions and specific heat concepts.

Charli, a Year 12 Biology student, revised content on the adaptive immune system and applied this understanding by working through targeted short-answer and multiple-choice questions from recent exams.

In Year 9 English, Scarlett often rushed through reading tasks, sometimes skipping words or guessing answers without pausing to process the material. "She answered promptly and then immediately realised she had answered incorrectly," one tutor noted after a grammar activity.

This made it difficult for her to edit and refine her creative writing, especially when tackling unfamiliar vocabulary or sentence structures.

Meanwhile, in VCE Chemistry, Aimee struggled with organising complex information—she would become overwhelmed by multi-step problems and sometimes missed key details by not breaking questions down into smaller parts.

During practice SACs, she frequently omitted units in calculations, which affected accuracy and confidence under timed conditions.

One Chigwell tutoring session saw a Year 11 student, Aimee, tackle challenging chemistry topics by applying new strategies she'd learned—she even re-attempted an equilibrium question she'd struggled with before and got it right independently using her own systematic approach.

In another case, Charli (Year 12) proactively identified gaps in her biology knowledge and asked targeted questions, showing a shift from passively listening to actively shaping the session.

Meanwhile, Zane in Year 7 demonstrated new independence by paraphrasing main points from a lengthy article and asking for definitions when unsure, instead of skipping over tricky words.